An Evaluation of Assessment Equity for Special Education Students in Texas

Autor/inn/en	Dakroub, Mistie; Hendricks, Randy; Hammonds, Craig
Titel	An Evaluation of Assessment Equity for Special Education Students in Texas
Quelle	In: Educational Research Quarterly, 44 (2020) 2, S.28-47 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Public Schools; Special Education; Students with Disabilities; Standardized Tests; Testing Accommodations; Readability; Scores; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Elementary School Students; Middle School Students; Reading Tests; Science Tests; Social Studies; Texas + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Standadised tests; Standardisierter Test; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Lesbarkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lesetest; Gemeinschaftskunde
Abstract	The use of standardized assessments to monitor the success and productivity of public school systems in the United States is arguably a necessary component of state accountability systems. This research study is not intended to challenge the compulsion of accountability via testing, but the results of this study do raise questions regarding the equity of the assessment process required by the state of Texas for its public school system. The demographics of the Texas public school student population includes a subgroup of special education (SPED) students who are currently charged with performing on state standardized tests at the same level as their general education counterparts. These SPED students previously participated in an assessment at a slightly lower rigor level than the cohort test, with fewer questions to complete. Texas policymakers removed this mid-level assessment, referred to as the STAAR Modified (STAAR M) test after 2014, and moved forward with one testing option for most SPED students. This option assesses not only SPED students, but also general education students (Texas Classroom Teachers Association, 2013). This study calls into question the need for a tiered testing system for SPED students who function in the mainstream population but require significant instructional accommodations or curricular modification. This quantitative study employs the use of a readability analysis tool to assess the 2014 STAAR and the 2014 STAAR M to determine assessment readability levels for grades three through eight in the subjects of reading, social studies, and science. In addition, an analysis of passing percentages was conducted for SPED and non-SPED students tested in the same grade levels and subjects for 2012-2015; 2015 represents the first year that STAAR M assessments were not available to the SPED population. The data from the readability and passing percentage analyses were used to evaluate the degree of assessment equity for the Texas SPED student population after the elimination of the STAAR Modified assessment option. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01